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Butterfly Lifecycle Unit Plan

Context: This is a first grade class with 29 students. Two students are identified as ELLs and

two students have IEPs. The IEPs are for a developmental delay and a speech and language

impairment.

Inquiry Based Driving Question: How can we as lepidopterists advocate for butterflies?

Unit Objective: I can describe different aspects of butterflies and their life cycles.

Key Knowledge, Understanding, and Success Skills:

Informational Writing

1. Plan of writing

2. Peer critique (glow and grow)

Butterfly Life Cycle Field Guide (students will turn in their field guides each week)

1. Table of contents

2. 4 page summary of life cycle

3. Graphic organizers (visuals)

4. Glossary

Critical Thinking

1. Participate in research

2. Present information in appropriate ways

3. Ask and answer follow up questions

Student Grouping: When whole group lessons are taught, the students will turn and talk with

their partner periodically throughout the lesson. If an exit ticket or some other form of

assessment is given, students will complete the exit ticket independently at their seats.
Differentiation and Modification: Students have assigned carpet spots for whole group lessons.

These spots were selected based on the needs of each individual student. Throughout the entire

unit, instructions will be read aloud for students in need of reading support. Sentence stems will

be provided for the students in need of writing support. For ELLs a word wall, word banks,

songs to learn vocab, posted visual aids, graphic organizers and diagrams will be used. Certain

groups will be assigned to butterflies with easily accessible information.

Resources:

1. Science Tracks Kits provided by DPS

2. Field Guides (interactive notebooks assembled by the teacher and filled out by the

students)

Final Product/Summative Assessment:

1. Butterfly Field Guide

2. Butterfly post-test

Week One
Standards: RI. 1.5, RI. 1.8, SL. 1.2, SL. 1.3, RL. 1.1, RI. 1.1, RI. 1.4, L. 1.1c, L. 1.1e
Skills: Non-fiction text features, author’s purpose
Formative Assessment: Pre-test

Lesson One: Monday March 20


Literacy: Entry Event
Objective: I can do my personal best on the insect pre-test.
Assessment: Students will complete an insect pre-test.
Resources:
1. Insect pre-test

Science: Double Specials

Lesson Two: Tuesday March 21


Literacy: Scavenger hunt for nonfiction text features
Objective: I can find and identify nonfiction text features.
Assessment: Students will complete a nonfiction text features worksheet.
Resources:
1. Non-fiction text features scavenger hunt
2. Non-fiction books about butterflies

Science
Objective:
• I can describe what lepidopterists are and what they do.
• I can write the rules for working with insects in my field guide.
1. Share don’t scare
2. Don’t touch unless you have permission
3. Treat them with respect
4. Soft voices and walking feet
Assessment: In field guide create page on lepidopterists and add term to glossary.
Students will also draw themselves as lepidopterists.
Resources:
1. Field guide

Lesson Three: Wednesday March 22


Literacy
Objective: I can determine the 3 purposes (PIE) that authors have when they write. (Part
1)
1. Persuade
2. Inform
3. Entertain
Assessment: As a class, students will sort books based on author’s purpose
Resources:
1. Butterfly books
2. Author’s purpose posters

Science
Objective: I can determine if something is living by asking myself 4 questions.
1. Does it eat?
2. Does it grow?
3. Does it move?
4. Does it reproduce?
Assessment: Students will complete the living things page in their field guides.
Resources:
1. Field guides

Lesson Four: Thursday March 23


Literacy
Objective: I can determine the 3 purposes (PIE) that authors have when they write. (Part
2)
1. Persuade
2. Inform
3. Entertain
Assessment: Students will complete an exit ticket on author’s purpose.
Resources:
1. Author’s purpose exit ticket

Science
Objective: I can describe what makes a spectacular observation.
Assessment: Students will order different observations from bad to great, practice
conducting observations using sensory words.
Resources:
1. Butterfly unit word wall

Lesson Five: Friday March 24


Literacy:
Objective: I can determine how to make my subjects and verbs agree in my
observations.
Assessment: Students will complete observation pages in their field guides with subject
verb agreement.
Resources:
1. Field guide

No Science: School Wide Color Run

Week Two
Standards: RF. 1.4, W. 1.7, W. 1.8, SL. 1.2, SL. 1.3, RL. 1.1, RI. 1.1, RI. 1.4
Skills: Research skills, using feedback to improve work
Formative Assessment: None

Monday April 3
Blue/Green Day (No Students)

Lesson One: Tuesday April 4


Literacy
Objective: I can practice my fluency by share reading about a butterfly’s life cycle.
Assessment: Students will read aloud to each other to practice their fluency.
Resources:
1. Benchmark shared readings

Science
Objective: I can create a flowchart of the butterfly’s life cycle.
Assessment: Students will complete butterfly life cycle graphic organizer in their field
guides.
Resources:
1. Field guide

Lesson Two: Wednesday April 5


Literacy
Objective: I can research and write about the first stage in the life cycle of a butterfly.
Assessment: Students create non-fiction page in field guides about butterfly eggs.
Resources:
1. Field guide
2. Butterfly books

Science
Objective: Continue working on first stage
Assessment: Students create non-fiction page in field guides about butterfly eggs.
Resources:
1. Field guide
2. Butterfly books

Lesson Three: Thursday April 6


Literacy
Objective: I can share read the caterpillar song to practice my fluency and learn the
different parts of a caterpillar.
Assessment: Students will fill in the blanks on the caterpillar song worksheet in their
field guides.
Resources:
1. Caterpillar song anchor chart
2. Field guide

Science
Objective: I can label and describe parts of a caterpillar.
Assessment: Students will label parts of a caterpillar on a diagram in their field guides.
Resources:
1. Field guide
2. Caterpillar diagram anchor chart

Lesson Four: Friday April 7


Literacy
Objective: I can use my peer’s feedback to make my work better.
Assessment: Students will use the feedback given from their book buddy in order to
make their work better.
Resources:
1. Field guide

Science
Objective:
1. I can give one glow and one grow about me peer’s work.
2. I can use my peer’s feedback to make my work better.
Assessment: Students will give and receive feedback about butterfly drawings in their
field guides. Students will use the feedback they received to improve their work.
Resources:
1. Field guide
2. Austin’s Butterfly video
3. Glow and grow anchor chart
Week Three
Standards: RF. 1.4, W. 1.7, W. 1.8, SL. 1.2, SL. 1.3, RL. 1.1, RI. 1.1, RI. 1.4, RI. 1.2, RI. 1.3
Skills: Research and paragraph writing
Formative Assessment: A written paragraph using ordinal words about the life cycle of a
butterfly.

Lesson One: Monday April 10


Literacy
Objective: I can research and write about the second stage in the life cycle of a butterfly.
Assessment: Students will create non-fiction page in their field guides about larva.
Resources:
1. Field Guide

Science: Double Specials

Lesson Two: Tuesday April 11


Literacy
Objective: I can research and write about the third stage in the life of a butterfly.
Assessment: Students will create non-fiction page in their field guides about chrysalis.
Resources:
1. Field guide

Science
Objective: Catch up or epic research.
Assessment: None
Resources: None

Lesson Three: Wednesday April 12


Literacy
Objective: I can share read the butterfly song to practice my fluency and learn the
different parts of a butterfly.
Assessment: Students will fill in the blanks on the butterfly song worksheet in their field
guides.
Resources:
1. Field guide
2. Butterfly song anchor chart

Science
Objective: I can label and describe parts of a butterfly.
Assessment: Label parts of a butterfly in field guide
Resources:
1. Field guide
2. Butterfly diagram anchor chart

Lesson Four: Thursday April 13


Literacy
Objective: I can research and write about the fourth stage in the life cycle of a butterfly.
Assessment: Students will create a non-fiction page in their field guides about adult
butterflies.
Resources:
1. Butterfly life cycle anchor chart
2. Field guide

Science
Objective: I can determine the purpose of the different parts of a butterfly.
Assessment: Students will complete a purpose of the parts of a butterfly page in field
guides.
Resources:
1. Field guide

Lesson Five: Friday April 14


Literacy
Objective: I can write a paragraph using ordinal words about the life cycle of a butterfly.
Assessment: Students will write on life cycle writing page in field guide
Resources:
1. Field guide

Science
Objective: I can do my personal best on the insect post-test.
Assessment: Students will complete a post-test on butterflies.
Resources:
1. Butterfly post-test